A Needs Analysis of SDG 9-Based Reading Materials for Enhancing Students’ Behavioral Engagement in Reading

Nabila Esya Maharani; Luh Gd Rahayu Budiarta; Ni Wayan Monik Rismadewi

doi:10.31004/basicedu.v10i3.11801

Authors

Nabila Esya Maharani Universitas Pendidikan Ganesha, Indonesia
Luh Gd Rahayu Budiarta Universitas Pendidikan Ganesha, Indonesia
Ni Wayan Monik Rismadewi Universitas Pendidikan Ganesha, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v10i3.11801

Keywords:

reading materials, SDG 9, reading behavior engagement, shared reading, early childhood

Abstract

This research was motivated by the limited availability of reading materials that support behavioral engagement in reading in early childhood education. Although research on early childhood reading materials has developed, research specifically linking Sustainable Development Goal (SDG 9) to reading behavioral engagement in this context remains limited. This study aims to identify teachers' and students' needs for SDG 9-based reading materials and examine their role in supporting reading engagement. This study used a qualitative descriptive design, employing observations and interviews with one English teacher and 20 B2-class students at TK Lab Undiksha Singaraja. The results showed that teachers needed large-sized, visually appealing, and appropriate to children’s characteristics, as well as simplified SDG 9 concepts. Students demonstrated higher reading engagement when the reading materials included colorful illustrations, simple storylines, and interactive shared reading activities. Challenges included limited interactive reading materials and variations in students' attention spans. These findings imply the importance of developing contextual and developmentally appropriate SDG 9-based reading materials to support early literacy and reading engagement.

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